Three presentations have just been accepted for 2018:
- Froehlich, D. E. (2018a). Explanatory sequential research designs on autopilot: Using RMarkdown to increase research efficiency. Demonstration presented at the MMIRA International Conference, Vienna.
- Froehlich, D. E. (2018b). Mixed Structural Analysis: A new method to inquire into social relationships in “a mixed way.” Paper presented at the MMIRA International Conference, Vienna.
- Froehlich, D. E. (2018c). Supersize, please: Upgrading qualitative research efficiency using automated quantitative pre-studies. Paper presented at the XXXVIII Sunbelt 2018 Conference, Utrecht.
Get in touch with me to learn more about these research projects (or attend my session at the respective conferences 🙂 ).
I am honored that AERA’s International Relations Committee has found my four contributions to the AERA General Meeting 2017 worthy for recognition! The respective AERA International Travel Award was awarded to me on 28.4.2017 in San Antonio, TX.
On April 22, I organize the Toastmasters District 95 Division D Spring Conference in Vienna. From 10:00 to 18:00, Toastmasters and guests from Austria, Hungary, Slovenia and other places are gathering to compete in the Evaluation and International Speech contests (the “World Championship of Public Speaking”), to learn, and to have fun.
Please use this link to register: https://sites.google.com/view/d95conf
I hope to see you there!
Together with Marc Sarazin and Martin Rehm, I’m co-organizing a session on “Networks for Learning” at the upcoming 3rd European Conference on Social Networks (EUSN).
This session focuses on papers that use social network analysis to understand how individuals involved in activities related to education and learning (pupils, students, teachers, school
management, policy makers etc.) are affected by or use their social networks for educational purposes or in educational settings. The session’s papers will build on the assumption that actors are embedded within social networks which provide opportunities and constraints, in turn affecting individuals’ behaviours and attitudes (Monge & Contractor, 2003, Emirbayer & Goodwin, 1994, Borgatti & Halgin, 2011). Within this framework, the session welcomes papers that seek to make empirical, methodological and/or theoretical contributions to understandings of social networks in learning and education. These could include papers on:
- The importance of social networks for the social and learning environments of students (Heidler et al., 2014) and educational professionals (e.g. teachers) (e.g. Rehm & Notten,
- Theoretical processes underlying social networks, as well as the antecedents and consequences of networks (e.g. Rehm, 2016)
- Discussions of the particularities of educational settings from a social network perspective
- Methodological innovations for studying social networks in learning and education (e.g. algorithms to describe and explain social and learning environments, combinations of
different methodological approaches (e.g. Domínguez & Hollstein, 2014; Froehlich, 2016), etc.)
- Social networks of educational policy-makers (e.g. Ball & Junemann, 2012, Rhodes, 2000)
- Other topics within the above remit
Contributions from all fields (Education, Sociology, Computational Social Science, Psychology, Organisation Science, Anthropology, Statistics, etc.) are welcome, including interdisciplinary
endeavours combining insights from educational or learning sciences with social network perspectives. The session welcomes research using qualitative, quantitative, and mixed methods.